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LIBRARY OF CONGRESS. 



Chap._-.____. Copyright No. 



UNITED STATES OF AMERICA. 




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JUN 4 1898 i 



GYMNASTIC STORIES AND PLAYS 



tOR 



PRIMARY SCHOOLS 



PHYSICAL EXERCISES FOE THE FIRST 
TWO YEARS OF SCHOOL 



BY 



REBECCA STONEROAD 

DIRECTOR OF PHYSICAL TRAINING IN PUBLIC SCHOOLS 
OF WASHINGTON, D.C. 



BOSTON, U.§.A. 
D. C. HEATH & CO., PUBLISHERS 

1898 




2nd COPY 
1896. 



TWO COPIES bcULlVLU- 



$15 



^ 



YRiGHT, 1598; 



COPYl 

By D. C. heath & CO. 



NorfajootJ ^rfgs 

J. S. Gushing & Co. - Berwick & Smith 
Norwood Mass. U.S.A. 



PREFACE. 

At the request of many interested in the primary gymnastic 
work of the public schools of Washington, D.C., I publish here- 
with a few of the lessons which are given in the first and second 
years of school before beginning the more exact physical exer- 
cises of the third year. 

Hoping that both kindergarten and primary teachers will find 
these lessons suggestive and helpful in their work for the phy- 
sical well-being of the child, I cordially present them to the 
public. 

Grateful acknowledgment is due to the assistant instructors 

of physical training, Miss Squier, Miss Brockett, Miss Oberly, 

and Miss Holmes, who have been most helpful in the preparation 

of this manual. 

R. S. 

Washington, D.C. 
January, 1898. 



CONTENTS. 

PAGE 

Preface . . iii 

Introduction 7 

Special Directions to Teachers 9 

Explanatory Remarks . , . . « 12 

Sitting and Standing Positions 13 

Signals for Rising and Sitting 14 

Preparatory Drill on Positions and Signals 15 

FIRST YEAR. 

* Trees in a Storm 19 

Autumn in the Woods 23 

Christmas Morning 27 

Snow Play 31 

Birds Learning to Fly . 35 

\ A Walk in the Orchard . 39 

A A Picnic 43 

"Follow my Leader" . . .45 

SECOND YEAR. 

A Trip to the "Zoo" 49 

Bean Bag Exercises 53 

Santa Claus' Visit 57 

Winter Work and Play 61 

Bean Bag Exercises 64 

A Country Visit 67 

"Follow my Leader" » ... 71 

6 



CONTENTS. 



SCHOOLROOM PLAYS, 



"I SAY Stoop!" 

Race, Touching Wall 

Passing Bags 

Race, Placing Objects . 

Jack Frost 

Race, Placing Bags in Piles 

Sitting Tag 

Race, Picking up Bags . 

Changing Seats 

Throwing Bags into Ring 

Squat Tag .... 

Tossing Bag to Captain 



PAGE 

73 
73 
73 

74 
74 

75 
75 

75 

76 
76 

77 
77 



RECESS PLAYS. 

Buttercups and Daffodils 79 

Red Rose 79 

Skip Away 80 

Chasingers 80 

Charlie Over the Water 81 

Sheep and Wolf 81 

Here I Brew and Here I Bake 81 

Touch Wood 82 

Throwing the Handkerchief 82 

Klondike 82 

Cat and Mouse 83 

Run a Mile 83 

Feather Game . 83 

Yankee Doodle . 84 

Black-man 84 

Frog in the Middle . ; 85 

New York 85 

Hat Bali 86 



INTRODUCTION. 

The following gymnastic lessons for the first two years of 
school are the outgrowth of an effort to make use of play as 
a factor in body training. Action, imagination, and imitation, 
the chief characteristics of play, are called forth at every point, 
making the work pleasurable to the child. We have endeav- 
ored to take advantage of the play instinct of childhood, and, 
adapting it to our ow^n ends, make it a means of educat^ion. 
This becomes regulated play ; play directed toward educational 
ends. 

It has been our desire to form a connecting link between 
the plays and games of the kindergarten, and the precise gym- 
nastics given in the third year of school. 

In these lessons the children use their imagination, and act 
out a connected and consistent story in a series of body move- 
ments. Many of these have been within their experience out- 
side of school, yet they make good gymnastic exercises, bring- 
ing into action many muscles of the body. Pretending to do 
in school that which is seen or done out of it, makes children 
happy in the doing. In these natural movements of childhood 
opportunity is given for that coordination of muscles, so highly 
desirable in all physical exercises for the young. Wherever 
possible, a play or game practicable for the schoolroom is 
^dded to the lesson. 

7 



8 INTRODUCTION. 

It must be understood, however, that the work is thor- 
oughly systematic in that it consists of an orderly arrangement 
of distinct exercises, each having a definite purpose. This is 
the nearest approach to regulated play which we have been 
able to get in the schoolroom. 

Each lesson contains an exercise for the trunk, legs, arms,^ 
and neck, together with a breathing exercise, so that, when 
finished, all parts of the body will have been exercised. 

All exercises have been planned for the schoolroom, allow- 
ance being made for the ordinary desks and seats. It is highly 
desirable that there be sufficient space around the room for 
walking, running, etc. 

The kind of work here outlined requires skill and teaching 
power on the part of the teacher. Much more is demanded 
than in the ordinary gymnastics, which to a great extent are 
mechanical. The teacher should know something of the aims, 
purposes, and methods of physical training before attempting 
the work, and should have her school under control. 



SPECIAL DIRECTION TO TEACHERS. 

At tlie beginning of each printed lesson is given a mere 
outline of the story, which is to be amplified and in the main 
obtained from the class by judicious questioning. 

]Make the lesson as bright, happy, playful, and natural as 
possible. It is well to vary the story from day to da}^ in its 
minor details. 

As outlined the story is connected and consistent. Nothing 
should be told or done out of harmony with the natural sequence 
of events, or outside of the experience of the child. If possible, 
let the lesson given be in keeping with the season of the year. 

When first presented, let the lesson be conversational, giving 
the children an opportunity to talk, thus making it at the same 
time a language lesson. A wise teacher wiU avoid unneces- 
sary talking on her own part, and that which is irrelevant on 
the part of the child. Just enough to make the pupils enter 
into the spirit of the work and become absorbed in the exer- 
cises, is desirable. 

After a few days all conversation should be omitted and 
the exercises taken with just a reference to the story, sufficient 
to keep up the imagination. 

It is well to keep on the board a drawing which will illus- 
trate the central thought in the story and be a help to the 



10 SPECIAL DIRECTION TO TEACHERS. 

imagination. The drawings herein given were made for the 
special purpose of Uackboard reproduction. Everything pos- 
sible in the way of gesture, language, drawing, and objects 
should be used to induce the child to live for a few minutes 
in the little Avorld of his imagination and make the movements 
like those of reality. 

As the parts of the stor}' are brought out for the first time 
and an exercise introduced, the teacher shows the pupils how 
she wants them to make each movement. The exercise may 
be taken at once by the children, or, if preferred, the sitting 
exercises may be taken together after having been explained. 
It is better to teach the standing exercises immediately before 
the class rises, so as not to tire them by long standing. 

All sitting exercises must be taken in the upright position. 

In the teaching, nothing should be left undone which will 
help to make each movement thoroughly understood before it 
is attempted by the class, so that there will be as fcAV errors as 
possible in the execution. A rough blackboard sketch, mostly in 
straight lines, illustrating the exercise, and draAvn as the teacher 
talks, will attract the attention of the child and place his mind 
on the point which the teacher is trying to bring out. 

If an exercise is specially difficult to teach, it is well to pro- 
ceed in the following manner : First, show it as a whole, merely 
using the appropriate signals ; next, analyze it, bringing out 
the points by talking ; then make the rough blackboard sketch ; 
and finally, if necessary, bring to the front a bright child who 
can take the exercise for the observation of the entire class. 



SPECIAL DIRECTION TO TEACHERS. H 

After a few days general teaching should cease and be fol- 
lowed by special individual criticism. By means of the signals, 
the teacher will be able to keep the whole class exercising, and 
at the same time to walk around the room, criticising quietly 
wherever necessary. Each child should be told his special 
error in execution and be given the definite direction which 
will help him. 

All the arts and devices known to the primary teacher must 
be used to make the work interesting. A bright voice and 
cheerful manner whicli will be reflected in the children should be 
cultivated. The interested look and happy expression of the 
child is a test of successful work. 

Each lesson is planned to occupy about fifteen minutes when 
thoroughly understood by the class. After a few days the entire 
set of exercises should be given once during the day either in 
one or more periods, so that all parts of the body will have 
been exercised each day. 

The game supplements the lesson and may be played at any 
other time during the day, making two periods of physical 
exercise. 

It is best to spend at least three weeks on each lesson, and 
four weeks can be profitably used if the teacher is able to 
keep up the interest and has a high ideal of wliat can be 
accomplished by little ones. Children can be interested in 
doing the exercises to the very best of their ability. 

Floor space free from desks and seats is especiall}^ desirable 
for tliis kind of work. If there are unoccupied seats, a few in 
the front or back of the room may be removed, thereby giving 
more space for running, walking, and playing. 



12 EXPLANATORY REMARKS. 



EXPLANATORY REMARKS, 

The word " signal " is used in the sense generally understood 
by the word " command." 

The precise name of each exercise, printed above the direc- 
tions, is given for the benefit of the teacher only. When speak- 
ing to the class the short familiar name, expressing the action 
imitated, is to be used. 

The figure opposite the name of the exercise denotes the 
average number of times it is to be taken. This number may 
be increased at the discretion of the teacher. 

The italicized signal in the middle of the page, above the 
dotted line, is the signal for taking the position for the exercise. 

Signals in the brace are to be given successively as many 
times as it is desired to repeat the exercise. If necessary, a 
signal farther to the right on the printed page finishes the 
exercise. 

The italicized signal in the middle of the page, below the 
dotted line, is that on which the arms are to be lowered or the 
body to return to original standing position after the exercise 
is finished. 

" Teacher count " means that the teacher is to count One^ and, 
two, and, three, and, etc., returning to starting position on and. 

" Teacher count four " means that four movements are to be 
made in succession, the teacher counting four. 



SITTING AND STANDING POSITIONS. 13 



ABBREVIATIONS, 

R. , Eight. 

L Left. 

B . Both. 

Ex Exercise. 

Rep. Repeat. 

Tr Teacher. 

Alt Alternate. 

Vert. Vertical. 

Hor. Horizontal. 

Obi Oblique. 

Backw'd Backward. 

Forw'd Forward. 

Upw'd , Upward. 

Ft . Foot. 

Hd Hand. 



3>a^c 



SITTIJSra AND STANDING POSITIONS, 

Sitting Positions. 

Resting Position. 

1. Body far back on the seat, with back resting. 

2. Chest raised, but not too high. 

3. Head erect. 

4. Eyes looking toward the front. 

5. Hands resting on the lap. 

6. Feet flat on the floor, with heels together. 



14 SIGNALS FOR RISING AND SITTING. 

Upright Position. 

1. Body in an erect position, far back on the seat. 

2. Heels together, and toes on a straight line. In other 

respects the Upright Position is like the Kesting 
Position. 

Standing Position. 

1. Chest raised to normal height. 

2. Head erect. 

3. Arms hanging loosely at sides. 

4. Peet forming an angle of about 60 degrees. 

5. Eyes looking toward the front. 



5>0<C 



SIGNALS FOR RISINa AND SITTING. 

Rising. 

Ready. — Place the right foot in the aisle. 

Rise. — K-ise, bringing the left foot up to the right, and take 

standing position directly behind the pupil in front. 
Position. — Step into the middle of the aisle and take standing 

position directly behind the pupil in front. 

Sitting. 

Ready. — Take a step beside the seat, bringing heels together. 
Sit. — Placing the left foot in front of the seat, sit. 
Position. — Take Resting Position, bringing in the right foot. 

The words Rising and Sitting are preparatory commands immediately 
preceding their respective signals. 



PREPARATORY DRILL ON POSITIONS AND SIGNALS. 15 

PREPARATORY BRILL ON POSITIONS AND 
SIGNALS. 

Before beginning the regular lessons it will be found neces- 
sary to spend three or four weeks on the following preparatory 
drills which accustom the children to obey w4th precision and 
promptness the same signals when given in the future, and 
enable the teacher to manage a large number of pupils with- 
out waste of time. 

I. Drill on Resting Position. 

After pupils have learned how to sit in the Eesting Position, 
drill on taking it immediately from some other position, as 
that of writing, etc. 
Signal Resting Position. 

II. Drill on Upright Position. 

Tell the pupils to sit as tall as possible. If any one has a 
round back, a pressure above the waist line in the back, 
with an effort on the part of the child to raise his chest, 
will help to get the erect position. 

Signal Upright. 

Return to Eesting Position on the signal Rest, and practise chang- 
ing from one position to the other with a steady motion. 

III. Drill on Standing" Position. 

Tell the pupils to stand as tall as possible, or push up with 
the top of the head for a moment as if pressing up a 
heavy weight. The feet should be turned out equally, 
with heels together and toes on a straight line 



10 PREPARATORY DRILL ON POSITIONS AND SIGNALS. 

IV. Drill on Rising and Sitting. 

The upright position must always be taken before rising. 

Working at first with one row at a time will give opportunity 
for observing each pupil. Repeat the first signal for 
each row before proceeding with the second. In the 
same manner repeat the other signals, holding each child 
up to his best endeavor. 

After pupils have learned where to place the foot in the aisle 
it should be placed out on the signal Ready, without look- 
ing down and without moving any other part of the body. 

Work for uniformity by having each pupil move with the 
one in front on the second and third signals. After the 
signal Rise, the best standing position is immediately 
taken without unnecessary movements, close to the seat 
and directly behind the one in front, before stepping 
into the middle of the aisle on the third signal. 

In a similar manner drill on sitting. 

V. Drill on Arm Positions. 

The names of the positions given below must be used as 
preparatory commands and must be repeated each time 
before taking the position. Change from one prepara- 
tory command to another, so as to accustom the class to 
listen and obey directions. 

All arm positions, with the exception of the first, are to be 
taken while standing. If desired, the second can be prac- 
tised upon at first while sitting. 

1. Hands Clasped on Desk. 

Sitting in upright position, clasp hands on edge of desk 

in front. 

Signals \ Position. 

\ Hands Down. 



SIGNALS FOR RISING AND SITTING. IT 

2. Hands on Hips. 

Bring hands to a firm position on hips, with fingers close 
together in front and thumbs back. The forearm and 
hand should form a straight line. 

Signals i Position. 

I Hands Down. 

3. Hands Clasped in Front. 

Clasp hands loosely in front, with arms hanging. 

Signals [Position. 

(Hands Down. 

4. Hands Clasped Behind. 

Clasp hands loosely behind, with arms hanging. 

Signals {Position. 

(Hands Down. 

5. Arms Folded Behind. 

Fold arms behind, at waist, with a firm grasp. 

Signals . [Position. 

Arms Doiun. 



BLACKBOAKD ILLUSTRATION. 




TREES IN A STORM. 19 



TREES IN A STORM. 

The great oak trees of the forest feel the coming of a 
storm. At first little zephyrs bend each tree top from right 
to left. Later a gentle breeze makes the delicate leaves 
quiver. As the v^ind rises, the branches sway to and fro and 
finally the great tree trunks are bent forward by the strong 
wind. 

I. Rising. 

II. Breathing-. 

Blowing of Wind. 

Inhale through the nose and exhale slowly through the mouth 
making a sound as of wind blowing. Blow three times 
after each exercise. 
Signal Blow. 

III. Head Bending Right and Left .... 6 

Swaying of Top of Tree. 
Bend the head alternately from right to left with a slow, even 
movement. 
Signals . \^'f^-\up. 

IV. Hand Relaxing 4 

Quivering of Leaves. 

With arms hanging loosely at sides, shake the hands in all 

directions. Begin gently at first, increase the force, then 

gradually decrease it. Eepeat the whole after breathing 

and blowing. 

Signals [Shake. 

{ Stop. 



20 TREES IN A STORM. 

V. Arm Swinging. 

Swaying of Limbs. 
Swing the arms loosely forward and backward, then let the 
motion gradually die down, to be started again after the 
breathing. 

^■^-1^ ^-^-^^i^A'''^- 

VI. Trunk Relaxing Forward 4 

Bending of Tree. 

Keeping the knees straight, drop the head forward and con- 
tinue the motion, relaxing the parts of the spine in succes- 
sion, with arms hanging and swaying. Immediately return 
in reverse order to erect position. 

Signals , . [Forward. 

( Upimrd. 

VII. Sitting. 

VIII. Game. 

Race — Touching Wall. — Page 73. 



BLACKBOARD ILLUSTRATION. 




^- 



^^'•W^^W"'^ 



Autumn in the Woods. 
22 



AUTUMN IN THE WOODS. 23 



AUTUMN IN THE WOODS. 

It is autumn and the leaves are fluttering to the ground. 
The little flowers droop their heads when nipped by Jack 
Frost. Children in the woods kneel to pick up the gay au- 
tumn leaves and nuts, or dried leaves to toss on their bonfire. 
One after another they run through the woods, and take deep 
breaths of fresh air. Finally, all play with hoops, swinging 
them high overhead. 

I. Arm Raising" Obliquely Upward 6 

Fa/ ling of Leaves. 

Eaise the extended arms obliquely upward, carrying the hands 

loosely with the wrists leading. Lower the arms, moving 

the hands at the wrist from right to left with a fluttering 

motion. Let the wrist precede the hand when coming 

down. 

Signals ....»...,. i ^^P- 

[Down. 

II. Head Relaxing- .......... 6 

Drooping of Flowers. 

Close the eyes. Let the head gradually drop forward on the 

chest, ending with a nodding motion. Slowly raise. 

Signals . [Forward. 

\ Upward. 

III. Rising". 

IV. Kneeling ........... 3{l; 

Picking up Leaves. 

^ Kneel on the right knee by placing the right foot back ; at 

,>, ^ the same time bend forward and pretend to fill hands with 



.^^1 



24 AUTUMN IN THE WOODS. 

dry leaves. Kise, bringing heels together, and make a 
motion of tossing in front. 
Eepeat, kneeling on the left knee. 

C Down. 
Signals W/^. 

[ Toss. 

V. Running. 

Keeping the chest up and head erect, run lightly on toes around 
the room and up the aisle. 

At first let one row run at a time, then all rows in quick suc- 
cession. 
Signal ..,.,, o ... . Bun. 

VI. Breathing 6 

Take six deep breaths. 

Signals ........... i ^;^^J«^f- 

( Exhale. 

VII. Arm Swinging Overhead ....... 10 

Hands Clasped in Front. 
Playing with Hoops. 
Clasp hands loosely down in front. Swing arms forward and 
upward until hands are high over head, forming a curve 
with the arms. Keeping the hands clasped, swing arms 
forward and downward to starting position. 

Position. / 

Signals \^P- 

{ Down. 
Hands Down. 

VIII. Sitting. 

IX. Game. 

Sitting Tag. — Page 75. 



BLACKBOARD ILLUSTKATION. 




Christmas Morning. 
20 



CHRISTMAS MORNING. 27 



CHRISTMAS MORNINa. 

It is Christinas morning and the children waken early with 
much stretching and yawning. They are so sleepy that they 
try four times before they are wide awake. After washing 
their faces and hands they hasten to look at their gifts brought 
by Santa Claus. First is found a toy elephant gravely nodding 
its head, and they have great fun imitating it. A new drum 
pleases both boys and girls, who clap their hands in time to 
its beating. The girls' jointed dolls which bend forward so 
oddly, are mimicked next, and at last they end their sport by 
leaping like the funny jumping-jack. 



I. Stretching and Yawning 



Eest arms and head on desk as if sleeping. Raise head, rub 
eyes with closed hands and stretch parts of arms in succes- 
sion, with much yawning, as when waking in the morning. 
Finally stretch legs and whole body. Return to position 
on desk, then repeat the exercise. 

Signal . . . Stretch. 

II. Washing Paces and Hands 3 

Rub vigorously all parts of the face and neck with the hands, 
as if washing. In a similar manner rub the hands. 

Pupils at first imitate teacher. Later, teacher indicates part 
of face to be rubbed. 

III. Rising. 



28 CHRlSTxMAS MORNING. 

IV. Head Bending • . 12 

Nodding of Toy Elephant. 

Turn the head half way to the right, and in this position bend 

it forward. Eaise, face the front, then bend it directly 

forward. Eaise, turn it half way to the left and bend in 

that direction. Kaise, face the front, bend forward and 

repeat the movements successively with a continuous 

motion. 

Signals [Right, Front, 01 Left. 

\ Up. 

V. Hand Clapping. 

Elbows at Sides. 
With elbows at sides clap the hands in the time used for drum 
beating. Imitate the sound of a drum corps coming up the 
street, the sound growing louder and then gradually dimin- 
ishing. Eepeat the whole two or three times. 

Position. 

Signals Pupils follow teacher. 

Hands Down. 

VI. Trunk Bending Forward 8 

Hands on Hi2')S. 

Jointed Doll. 

Take position of Hands on Hips. Bend forward at the hips, 
keeping the knees straight, the chest up, and head erect. 
Raise trunk to erect position. 

Position. 

Signals [Forward. 

Hands i?o»«. \Upward. 



VII. 



CHRISTMAS MORNING. 29 

(Jumping and Leg Spreading 4 Rep. 

(Arm Swinging Sideways to Horizontal Position. 



Jumping-Jack. 

Jump lightly, landing on the balls of the feet with the legs 
spread apart sideways, and at the same time swing arms to 
a horizontal position at sides. Swing the arms downward, 
jumping back to standing position on the signal and. 
Repeat the movements four times in succession. 

At first let one row take the exercise, followed by the other 
rows in succession. 

Signals ....... Jump. Teacher count. 

VIII. Sitting. 



BLACKBOARD ILLUSTRATION. 




;>() 



SNOW PLAY. 31 



SNOW PLAY. 

The children look at the gray clouds overhead to see if it is 
going to snow. When the storm begins, they imitate the fall 
of the flakes. The little ones kneel to pick up the snow, which 
they make into hard balls and throw far away. When cold 
they jump from one foot to the other, and rub their hands 
briskly together to warm them. Then they amuse themselves 
by Avatching their breath freeze in the frosty air. 

I. Head Bending- Backward 6 

Hands Clasj^ed on Desk. 
Looking at Clouds. 
Take position of Hands Clasped on Desk. Steadily bend the 
head backward, stretching the neck in front and raising the 
chest. Steadily raise to erect position. 

Signals {Backimrd. 

\ Upward. 

II. Arm Raising Obliquely Upward 8 

Falling Snow. 
K-aise the extended arms obUquely upward, with wrists lead- 
ing, and lower in the same manner. As the arms descend, 
move the fingers one after the other. Pupils imitate 
teacher. 



32 SNOW PLAY. 

III. Rising. 



IV. 



Kneeling 6 

Arm Exercise. 

Snow Balling. 

Kneel on the right knee and pretend to pick up snow. Rise, 
and press the snow into a ball. Raise right arm to a 
position for throwing, then throw with force. 

Repeat, kneeling on the left knee, and throw with the left arm. 

Down. 
Ux>. 

Signals \ Press. 

I Beady. 
[ Throiv. 

V. Running in Place. 

Hands on Hips. 

Warming Feet. 

Take position of Hands on Hips. Spring lightly from the ball 
of one foot to the ball of the other, keeping the body erect 
and raising the feet high in the back. 

At first let one row take the exercise, followed by the others in 
quick succession. 

Position. ( !?• 1* \ 

Signals Run.K^^^^^^ 

Hands Doivn. i ^ • ' 3 

VI. Hand Friction. 

Warming Hands. 
Place the palms together so that the fingers point toward the 
front, and rub hands briskly together. 

«'s-'= IS: 



SNOW PLAY. 33 

VII. Breathing. 

Watching Breath. 
Take a deep breath through the nose. Exhale slowly through 
the mouth as when watching the breath on a frosty day. 

Signal .......... Breathe. 

VIII. Sitting. 

IX. Game. 

Jack Frost. — Page 74. 



BLACKBOARD ILLUSTRATION. 




Birds Learning to Fly. 



34 



BIRDS LEARNINCx TO FLY. 35 



BIRDS LEARNINa TO FLY. 

Some young birds in their nest are learning to fly. First 
the mother bird shows them how to use their wings. Before 
venturing out the little ones turn their heads and look up at 
the sky to see if the weather is fair. Then they bend from 
side to side and look over the edge of the nest, measuring the 
distance to the ground. At last leaving their home, the young 
birds hop on the branches first with one foot, and then the 
other, and finally spread their wings and fly away. Returning 
tired and Avarm, they lift their little wings and breathe deeply. 

I. Arm Raising- Sideways 8 

Flying Motion. 

Raise and lower the arms at the sides, keeping them extended. 
Carry the hands loosely and let the wrists lead. 

Signals [^P- 

{ Down. 

II. Head Turning and Bending- Backward .... 8 

Looking up at Sky. 

While turning the head to the right, bend it backward so as to 
look up. In the same manner turn to the left and look up. 
Turn alternately from right to left. 

Signals [R^^^-X Front. 

{Left, f 

III. Sitting Trunk Bending Right and Left .... 8 

Hands on Hips. 

Looking Over Edge of Nest. 



36 BIRDS LEARNING TO FLY. 

Take position of Hands on Hij^s. Keeping tlie feet firmly 
placed upon the floor, and chest up, bend the trunk alter- 
nately from right to left, at the same time turning the head 
from right to left. 

Position. 

Signals i Eight ) Qy 

Hands Doivn. \Left, ) 



IV. Rising. 

V. Hopping on One Foot. 

Hands on Hips. 

Take position of Hands on Hips. Raise the left foot backward 

and hop lightly four times on the toes of the right foot. 

Without stopping hop on the left foot four times. Repeat 

the whole two or three times. 
At first let two rows take the exercise, followed by the others 

in quick succession. 

Signals Hop. Teacher count four. 



^j { Running. 

(Arm Raising Sideways. 

F/ying. 

Run lightly on the toes around the room and up to places, tak- 
ing the exercise of Arm Raising Sideways. 

Let one row take the exercise, followed by the other rows in 
quick succession. 

Signal Fh/. 



VII 



^{ 



BIRDS LEARNING TO FLY. 37 

Breathing 6 

Blbo-w Movement. 

Raising Wings. 

With forearms hanging relaxed raise the elbows in front as 
high as the shoulders, then lower the arms. Inhale as the 
elbows are raised. Exhale as they are lowered. 

Signals [Inhale. 

( Exhale. 

VIII. Sitting. 

IX. Game. 

Race — Placing Objects. — Page 74. 



BLACKBOARD ILLUSTRATIOlSr. 






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A WALK IX THE ORCHARD. 39 



A WALK IX THE ORCHARD. 

Ox a warm bright day in spring some boys and girls start 
for a walk through the orchard. Stopping to pick the blos- 
soms, they stand with a row of apple trees at the right. When 
they see the blooms so far overhead they rise on their toes 
and stretch their arms up to reach them. After a large bunch 
has been picked they inhale the sweet odor. On the road 
home two large stumps tempt the boys and girls to stop and 
have a little fun at vaulting. 

I. Rising-. 

II. Distance for Walking. 
Signals : 

Measure. — Keeping the arms ^^arallel. raise them to a horizon- 
tal position in front, with palms facing the floor. 

Step. — With arms extended, step forward until tips of fin- 
gers touch the back of the pupil in front. 

Arms Down — Lower arms. 

III. Walking. 

Whole school walk around the room with heads erect and 
arms hanging loosely at sides. AValk directly behind the 
one in front, keeping the distance of the length of the 
arm. Turn square corners. 

Pupils halt and take Exercises IV. and V. while standing in 
position around the room. 



40 A WALK IN THE ORCHARD. 

fArm Stretching Upward. 

IV. j Head Bending Backward ..... 41^116?. 
I Rising on Toes. 

Picking Fruit Blossoms. 

Stretch the right arm upward as if reaching for a blossom ; 
at the same time bend the head backward and rise on 
toes. While lowering heels and raising head, carry the 
blossom to the left hand held in front, with elbow bent 
at side. Eepeat a number of times. 

Eepeat, reaching with left arm, after putting flowers in 
right hand on the signal change. 
Signals Teacher count. 

V. Breathing 8 

Smelling Blossoms. 

Eaise the imaginary blossoms in front of nose and pretend 
to smell, taking a deep breath. 
Signal Smell. 

VI. Vaulting Sideways. 

Jumping Oyer Stumps and Logs. 

Place two chairs about three feet apart in front of room, 
facing the class. Let a child hold the back of each 
chair, keeping it stationary. 

Continue the walking. Children in turn coming to the chair, 
when within a foot of it place hands flat on the seat, 
with elbows straight, and spring sideways, making a large 
leap and landing on the toes. Immediately place hands 
on second chair and jump again. Continue walking around 
the room and repeat the exercise with chairs reversed. 
Finally walk up aisles to places. 



A WALK IN THE ORCHARD. 41 

VII. Game. 

"/ Say Stoop." — Page 73, 

VIII. Sitting. 



BLACKBOARD ILLUSTRATION. 




A PICNIC. 43 



A PICNIC. 

Some boys and girls are on a picnic across the river. 
After lunch all go out on the water in a row boat. They 
lean over the side of the boat and play in the water by drag- 
ging their hands back and forth and then shaking off the drops. 
Tired of this, they now row to shore, and the children leave the 
boat and walk home. On their way they kneel and pick dande- 
lion seeds, blowing them with deep breaths to tell the time of 
day. Finding that it is getting late, they run home. 

rE. 

I. Wrist Leading Movement . . . . . 4 ^ L. 

IB. 
Playing in Water. 

With arm hanging at side, drag the hand forvyard and 

backward as if through water. Look at tlie hand and 

notice that the wrist leads. Finally, all sit erect, close 

the eyes, and drag both hands back and forth, trying to 

feel the water. 

Signals . . [Forimrd. 

{ Backward. 

II. Hand Relaxing . . . . . . . . 4 ^ I>- 

Shaking off Drops of Water. . 
Shake the hand rapidl3^ making the fingers fiy as if shaking 
drops of water from the fingers. Alternate this Avitli the 
previous exercise. 
Signal Shake. 

III. Rowing Motion 8-12 

Take position of elbows at sides, with hands closed as if 
holding oars. Keeping the head and chest up, bend for- 



44 A PICNIC. 

ward from the hips and at the same time extend the 
arms in front. Now bend the trunk backward holding 
chest up, and pull backward with the arms as if pulling 
oars through water. 

Signals [^^^^^'^^^^-XuprigUL 

Hands Down. ^^^^^- ' 

IV. Rising. 

V. Walking. 

Teacher pay special attention to keeping the distance of the 
arm's length between pupils, and their eyes looking front. 
Criticise individually the carriage of the body. 

yj fKneeling z[^' 

1 Breathing. 

Picking and Blowing Dandelion Seeds. 

Kneel and pretend to pick a ripe dandelion. Rise and bring 

hand to position in front of mouth. Blow as if blowing 

the dandelion seeds into air to find the time of day. 

Signals Down. Up. i^'*^^«?e. 

( Bloiv. 

VII. Running Around Room. 

Elbows Bent at Sides, Hands Closed. 

Bend elbows at sides, with hands closed. One row at a time 
run in place for a moment, then, keeping step, with head 
and chest up run around room and up aisle to place, fol- 
lowed by the oth-er rows in quick succession. 

Position. 
Signals ......... iLeft. |^^^^ 

Hands Down. \ Right, j 

VIII. Sitting. 



"FOLLOW MY LEADER." 45 



''FOLLOW MY leader:' 

A LEADER is chosen, and the children in line follow him as he 
walks around the room. Each movement made by the leader is 
imitated by the one directly behind and by each child in succes- 
sion. The leader may in any order he chooses take the following 
movements and also originate others. Each movement should be 
repeated a number of times before changing. 

I. Rising". 

II. Walking. 

Walk until whole school is around the room. 

III. Jumping and Touching a High Point. 

Choose a point high on the blackboard, door, or window frame. 
Stretching the arms upward, jump lightly on the toes, and 
touch this point with both hands. 

IV. Sitting in Chairs. 

Sit from one side and rise from the other side of each chair in 
a row across the room. 

V. Walking Sideways. 

Place hands on hips, turn toward the centre of the room, and 
Avalk sideways. 

VI. Skipping Sideways. 

Facing the centre of the room, skip sideways lightly on the 
toes, with hands on hips. 



46 "FOLLOW MY LEADER." 

VII. Passing Between Desks and Chairs. 

With face to the front, cross the room, stepping between desks 
and chairs. 

VIII. Fingers Touching Overhead. 

Swing arms sideways and liold them high overliead, with 
fingers touching each other. 

IX. Vaulting Over Seats. 

Placing one hand on desk in front of seat and the other on 
desk behind, jump over the seat, alighting on the toes. 
Vault successively over a number of seats, making a zigzag 
line. 

X. Hand Clapping. 

Clap hands lightly in time used for drum beating. Finally 
walk up aisles to places. 

XI. Sitting. 



BLACKBOARD ILLUSTRATION. 




A Trip to the " Zoo." 
48 



SECOND YEAR. 

A TRIP TO THE '^ZOOr 

Some children take a walk to the Zoological park, and have 
great fun afterward "making believe." They blow up and 
burst their peanut bags with a loud noise. They imitate the 
movements of the different animals seen during their trip, 
turning their heads as the prairie dogs do when startled, and 
bending their bodies to show the restless motion of the tiger 
looking out of his cage. At last they swing their arms over- 
head and sideways as the elephant swings his trunk, and jump 
like the awkward kangaroo. 

I. Rising. 

II. Distance for Walking". 

Signals : 

Measure. — Keeping the arms parallel, raise them to a hori- 
zontal position in front, with palms facing the floor. 

Step. — With arms extended, step forward until tips of fingers 
touch the back of the pupil in front. 

Arms Down. — Lower arms. 

40 



50 A TRIP TO THE "ZOO." 

III. Walking. 

Whole school walk around the room with heads erect and arms 
hanging loosely at sides. Walk directly behind the one in 
front, keeping the distance of the length of the arm. Turn 
square corners. Finally walk up aisles to jjlaces. 

IV. Breathing 6 

Inflating a Bag. 
Inhale and at same time raise hand to mouth. Blow through 
opening made by the thumb and first finger, as if blo-vving 
into a bag. Take a position for striking, with elbows bent 
at sides, then strike the imaginary bag against the hand. 

r Inhcde. 

Signals f^^^'V 

I Ready. 

I Strike. 

V. Head Turning 6 

Prairie Dog. 
Keeping the head erect, turn it steadily toward the right, then 
alternately from right to left. 

Signals \^'t'^-] 



(ie>.f^^^"^- 



VI. Trunk Bending Obliquely Forward • 6{L.}Alt. 

Hands on Hips. 
Tiger. 
Take position of Hands on Hips. Keeping the head and chest 
up, bend the trunk from the hips obliquely forward toward 
the right. Return to erect position, and with a continuous 
motion bend obliquely forward toward the left. Return to 
erect position and repeat the movement. 



A TRIP TO THE "ZOO." 51 

Position. 
Hands Down. 



jr'osiiion. 
Signals ^BightoTLeft. 



VII. Arm Swinging Overhead and Sideways ... 6 
Hands Clasped Down in Front. 
Elephant. 
Take position of Hands Clasped Down in Front with palms 
together. Swing the arms loosely forward and upward 
until high overhead, and then downward. 

Position. 

Signals ^ . • | ^• 

( Down. 

Turning slightly at the ankles, and keeping the hands clasped, 

swing arms upward and downward continuously from right 

to left. 

Signals \ Left, i^^^l^' 

Hands Down. ' ' * 



VIII. Hopping on Both Feet 4 Rep. 

Elbows Bent at Sides. 
Kangaroo. 

Take a position of the elbows bent at sides with hands relaxed 
in front. Bending and separating the knees, spring lightly 
forward on the toes four times. Turn, and in the same 
manner hop back to seat. The heels should be kept together. 

Alternate rows across the room from right to left may take 
the exercise together first, while other rows are seated. 

Position. 

Signals I rp -^""P;. 

^ ,^ , ^ ( Tr. count four. 

Hands Down. ^ 



52 A TRIP TO THE "ZOO." 

IX. Sitting. 

X. Game. 

Throwing Bags into Ring. — Page 76. 



BEAN BAG EXERCISES. 53 



BEAN BAa EXERCISES. 



The most desirable bean bags are made of bright red galatea 
cloth. They are about five inches square when finished and 
contain almost a pint of beans. 

Let one child in each row count the children in his row, 
run to the box for the necessary number of bags, and place 
one on each desk so that one side of bag is at the right edga 
of the desk. 

I. Rising. 

II. Drill on Taking Bean Bags. 

Before beginning any exercise, the bag is held with both hands 
at diagonally opposite corners down in front, other corners 
pointing np and down. Pupils obey the following direc- 
tions after the preparatory command Bag Down in Front, 
or Bag on Desk. 

Bag Down in Front. 
Signals : 

One. — Turn at the ankles and grasp diagonally opposite cor- 
ners of bag, taking the upper right hand corner with right 
hand. 
Two. — Turn to the front, bringing bag down in front. 

Bag on Desk. 

One. — Tarn at the ankles and place bag on desk in the posi- 
tion from which taken. 

Two. — Turn to the front, dropping hands to sides. 



64 BEAN BAG EXERCISES. 

III. Bag Swinging on Head 10 

Keeping the head erect, swing bag upward to a diagonal posi- 
tion on head and hold Qlbows well back. Swing bag down- 
ward. 
Signals Teacher count. 

IV. Breathing. 

Take two deep breaths after each exercise. 

Bag Dropping on Floor 6 

Knee Bending and Trunk Bending Forward. 
Picking up Bag. 

Starting Position. — Elbows Bent High as Shoulder. 

Eaise bag to a horizontal ]DOsition in front of chest with elbows 

bent at height of shoulders. Without moving the arms, 

drop bag on floor. Bending and separating the knees, 

lower the body and grasp diagonally opposite corners of 

bag. Eise, bringing bag to starting position. 

Position. f Drojy. 

Signals j Down. 



Arms Down. 



[Up. 



VI. Bag Tossing Upward with Both Hands . 8-16 

Starting Position. — Elbows Bent at Sides. 

Take a position of elbows bent at sides, with bag resting on 

hands. Toss it in a vertical direction either one, two, or 

three feet high, letting it turn over. Catch it in both 

hands. 

Position. 
Signals Toss. Teacher count. 

Arms Down. 

VII. Game. 

Race — Placing Bags in Piles. — Page 75. 



BLACKBOARD ILLUSTRATIOX. 




Santa Claus' Visit. 
56 



SANTA CLAUS' VISIT. 57 



SANTA CLAUS' VISIT. 

On Christmas Eve Santa Claus comes driving over the snow 
to the house-tops. He pulls in his galloping reindeer and alights 
from the sleigh. Before shouldering his pack, the little man rubs 
his hands together and jumps from one foot to the other to warm 
himself. The swift ride and great exertion make him take many 
quick deep breaths. After descending the chimney, the jolly old 
fellow bends his head from right to left to read the names pinned 
on the side of the stockings, then taking from his pack presents for 
each, places them on the floor. Finally he climbs up the chimney 
by means of a rope and drives away. 

I. Chest Stretching 8 

Starting Position. — Anns Horizontal in Front, Hands Closed. 
Driving. 
Raise arms to a horizontal position in front with hands closed. 
Stretch the chest by pushing the elbows backward as far as 
j)0ssible with forearms close to the sides, as if pulling in 
reins. Eeturn to starting position. 

Position. 

Signals Teacher count. 

Arms Down. 

II. Rising. 



III. Hand Friction 

Elbows Bent at Sides, Palms Together. 
Warming Hands. 



58 SANTA CLAUS' VISIT. 

Witli elbows at sides, place palms together so that the fingers 
point toward the front. Kub palms briskly together. Vary 
the exercise by pointing the fingers upward. 

Position. 

Signals { ^'^^' 

\ Stop. 

Hands Down. 

IV. Running in Place. 

Elboivs Bent at Sides, Hands Closed. 
Warming Feet. 
Bend elbows far back at sides, with hands closed and forearms 
horizontal. Keeping the body erect, spring lightly from 
the ball of one foot to the ball of the other, without letting 
the knees come forward. 

Position. 

«'s-^^ ^--{^4^"^' 

Hands Down. 

V. Breathing 6 

Quick Exhalation Through Open Mouth. 

Take in a deep breath through the nostrils. Force the air 
quickly out through the open mouth. 

Signals [Inhale. 

^ {Exhale. 

VI. Head Bending Right and Left 6{f^' 

Reading Names. 
Keeping the face front, bend the head alternately from right 
to left with a steady motion. 
Signals [^^'Oj'^'lup. 



SANTA CLAUS' VISIT. 59 

VII. Trunk Bending Forward and Downward ^{l 

Starting Position. — Hand on Shoulder. 
Placing Presents on Floor. 
Kaise right hand to left shoulder. Keeping the knees straight, 
bend the trunk forward and downward, and at the same time 
stretch the right arm downward. Eeturn to erect position, 
bringing hand to same shoulder. 
Kepeat with left arm, raising hand to right shoulder. 
Position. 
Signals {Down. 



Hand Down. 



(Up- 



VIII. Arm Stretching Upward q[^' 

Climbing a Rope. 

Looking up, stretch right arm upward and raise left hand in 
front of chest, taking a position as if grasping a rope. 
Pull in a straight line downward with the right arm and 
at the same time stretch upward with the left. Pull with 
the left, raising the right arm. 

Position. 
Signals Pidl. 

Hand Dotvn. 

IX. Sitting. 

X. Game. 

Squat Tag. — Page 77. 



BLACKBOARD ILLUSTRATIOX. 




WINTER WORK AXD PLAY. 61 



WINTER WORK AND FLA F. 

It is a winter's day, and as the snow comes down, the 
children look up and let the whirling flakes fall on their 
faces. Boys and girls shovel deep drifts from the walks until 
they are so cold they have to blow into their hands to warm 
them, and swing their arms across their chests as they have 
seen coachmen do. When playtime comes, all start to walk 
around the block, dragging their sleds behind them, until Jack 
Frost makes them break into a brisk run home. 

I. Rising. 

II. Head Bending" Backward ..... o.. 6 

Anns Folded Behind. 

Looking up at Snowflakes. 

Take position of Arms Folded Behind. Steadily bend the 

head backward, stretching the neck in front and raising 

the chest. 

Signals. . . . . . . . . . \ Backward. 

\ Upward. 

III. Trunk Turning and Bending Forward ... 4 Rep. 

Shovelling Snow. 
Place the right foot back and take position of arms as if 

holding long handle of a snow shovel. 
Bend forward and push arms forward, making a motion of 

shovelling snow. Toss it on an imaginary pile, then return 

to starting position. 
On the signal Down, replace the foot and lower hands. 

Repeat, placing the left foot back. 



62 WINTER WORK AND PLAY. 

Position. r p^sh. 

Signals . J Toss. 

Arms Doivn. I Return. 

IV. Breathing 6 

Warming Hands with Breath. 

Raise clasped hands to mouth. Inhale through the nose, 
and blow warm air into hands. 

Hands Up. 
Signals [Inhale. 

Hands Down. 

V. Arm Swinging Across Chest 8 

Warming Body. 
Starting with the arms far back, swing them loosely across 
chest, striking shoulders. Repeat several times in suc- 
cession. 

Signal . . . . » . . . Swing. Teacher count. 

VI. Walking and Running. 

Hands Clasped Behind. 
Pulling Sled. 

Take position of Hands Clasped Behind. AAHiole school walk 
around room, then halt. All run lightly in place for a 
moment, then keeping step, run around the room. In 
running, keep a good distance and hold chest up and head 
erect. Finally, run up aisles to places. 

If it is not practicable for the whole school to run at once, 
let one row at a time run up aisle to place. 

Position. 

^'^^'^ {^t.^^««- 

Hands Down. 



WINTER WORK AND PLAY. 63 

VII. Game. 

Race — Passing Bags. — Page 73. 

VIII. Sitting. 



64 BEAN BAG EXERCISES. 



BEAN BAa EXERCISES. 

I. Rising. 

II. Drill on Placing Bag on Head. 

Bags having been taken from the desk on two counts, pupils 
obey the following directions after the preparator}^ com- 
mand, Bag on Head, or Bag Down in Front. 

Bag on Head. 
Signals : 

One. — Place bag on head with corner in front. 

Tivo. — Lower arms. 

Bag Down in Front. 
Signals : 

One. — Eaise hands to bag and grasp opposite corners. 

Two. — Lower bag to position down in front. 

III. Walking. 

Bag on Head. 
Children place bags on heads as in above drill, walk around 
the room following directions given in previous lessons 
and finally walk up aisles to places. 

IV. Bag Tossing to Partners. 

Elbows Bent at Sides. 
Pupils in every other row place bags on desks on signals 

which have been given. On the signal Turn, every two 

rows turn and face each other. 
Take position of elbows bent at sides with palms up, alternate 

rows holding bags. Toss bag to partner. 

Turn. Position. 

Signals Toss. Teacher count. 

Bag Down. Face. 



BEAN BAG EXERCISES. Q^ 

^ i Bag Swinging Overhead ^^ j L 

(Trunk Turning. 

Without moving the feet, turn the trunk to the right and 
at the same time swing bag high overhead. Immediately 
turn the trunk to the left while swinging the bag down- 
ward and upward again overhead, making a half circle. 
Take the exercise successively with a swinging motion. 

Signals {Sfj-^toP- 

VI. Drill on Placing Bag on Floor. 

Bag on Floor. 
Signals : 

Down. — Kneel on right knee and place bag on floor. 

Up. — Rise and bring heels together. 

Taking Bag. 

Doivn. — Kneel and grasp opposite corners of bag. 

Up. — Rise with bag and bring heels together. 

VII. Jumping Over Bags 4 Rep. 

Bag on Floor. 
Kneel and place bag on floor as in above drill. 
With heels together jump forward lightly on toes over four 

bags in succession. Turn on the balls of the feet and 

jump back to starting-place. Turn and face the front. 
Alternate rows across the room may take the exercise together 

first, while other rows are seated. Children in front seats 

may jump over chalk marks. 
Signals Jump. Teacher count four. 

VIII. Sitting. 

IX. Game. 

Race. — Picking up Bags. — Page 75. 



BLACKBOARD ILLUSTRATION. 




A Country Visit. 
06 



A COUNTRY VISIT. 67 



A COUNTRY VISIT, 

It is a beautiful spring day and some boys and girls have come 
to the country to visit their grandfather who meets them at the 
station with his carriage. As they drive along, they bow pleas- 
antly to the people passing on each side of the road. When they 
reach the house and jump from the carriage the sight of a large 
pump in the yard reminds them they are very thirsty. Then all 
pump until their fingers are so stiff they have to shake them 
vigorously. From then until dinner, they blow the pinwheels 
their grandfather gave them, swim in the river, and skip on 
the lawn. 

r R 

I. Head Half Turning and Bending Forward . • ^\l.* 

Bowing. 
Turn the head half way to the right, and from this position 
bend it forward. With a continuous motion, raise, turn it 
half way to the left, and bend in that direction. Bow alter- 
nately from left to right. 

Signals [Eight ot Left. 

\ Up. 

II. Rising. 

^,-j. j Trunk Bending Forward 8 

(Arm Thrusting Downward. 

Starting Position. — Elbows Bent High as Shoulders. 

Pumping. 

Eaise closed hands to position in front of chest with elbows 

as high as shoulders. 



68 A COUNTRY VISIT. 

Bend the trunk forward, keeping the head and chest up, and 
at the same time thrust the arms downward. Return to 
starting position. 

Position. 

Signals Teacher count. 

Arms Down. 



IV. Hand Relaxing 



|Il. 

L. 

(b. 



With arms hanging at sides, shake fingers and hands vigorously 

in all directions. 

Signals . [Shake. 

{ Stop. 

V. Breathing 8 

Blowing a Pinwheel. 

Eaise right hand with first finger pointing upward as if 
holding a pinwheel in front of mouth. Blow slowly as if 
making a pinwheel go round as long as possible with one 
breath. 

Ask children to make pinwheels at home and bring them to 
the class to blow. 

Position. 

Signals Blow. 

Hand Down. 

VI. Swimming Motion 4 Rep 

Place palms together in front with elbows at sides and fingers 
pointing forward. 

Position. 
Signals : 

One. — Push hands forward as far as possible, keeping the 

palms together. 



A COUNTRY VISIT. 69 

Two. — Move tlie arms horizontally backward, turning the 

palms toward the back. 
Three. — Return to starting position. 

Hands Down. 

VII. Skipping Sideways. 

Hands on Hips. 

Holding Hands of Pupils at Sides. 

Grasping Hands of Opposite Partner. 

On the signal Turn, pupils turn toward their left on the balls 
of the feet and face the side of the room, or every two rows 
turn and face each other for the third position. Choose one 
of the above positions, using different ones for variety. 

Skip sideways lightly on the toes, up the aisle, around the 
room and back to place. Let the row farthest to the left 
of the teacher start first, followed by the others in quick 
succession. 

Turn. Position. 

Signals Skip. Teacher count four. 

Hands Down. Face. 

VIII. Sitting. 

IX. Game. 

Changing Seats. — Page 76. 



BLACKBOARD ILLUSTRATION. 




"FOLLOW MY LEADER." 71 



''FOLLOW MY leader:' 

A LEADER is chosen, and the children in line follow him as he 
walks around the room. Each movement made by the leader is 
imitated by the one directly behind and by each child in succes- 
sion. The leader may in any order he chooses take the following 
movements, and also originate others. Each movement should be 
repeated a number of times before changing. 

I. Rising. 

II. Walking. 

Walk around room, then in and out aisles. 

III. Hopping on One Foot. 

Hop on the toes of one foot six or eight times, then hop the 
same number of times on the other foot. 

IV. Vaulting Sideways. 

Beginning at the corner desk, place hands on desk and vault 
lightly sideways. Eepeat a number of times, placing 
hands on every other desk. 

V. Hand Clapping Over Head. 

Swing arms upward at the sides, and clap hands over head. 
Repeat a number of times. 

VI. Vaulting Over Seats. 

Placing one hand on desk in front of seat and the other on 
desk behind, jump over the seat, alighting on the toes. 
Vault successively over a number of seats, making a zigzag 
line. 



72 "FOLLOW MY LEADER." 

VII. Touching Book on Floor. 

Without bending the knees touch four books placed on the 
floor at a distance of four feet apart. 

VIII. Jumping and Sitting on Number Table. 

Jump and sit on number table at nearest end, then immedi- 
ately jump lightly down. Eepeat, jumping and sitting on 
the other end. 

IX. Skipping Forward. 

Place hands on hips and skip forward lightly on the toes. 

X. Jumping and Touching a High Point. 

Choose a point high on the blackboard, door, or window frame. 
Stretching the arms upward, jump lightly on the toes and 
touch this point with both hands. Choose other points and 
repeat the movement. 

XI. Hand Clapping. 

Clap hands lightly in time used in drum-beating. Walk up 
aisles to places. 

XII. Sitting. 



SCHOOLROOM PLAYS. 
"/ SAY stoop:' 

Teacher says to class, "I say stoop:' Upon the word stoop^ 
the teacher and children stoop and immediately rise. The words 
and the motion are repeated a number of times until the teacher 
says, " I say stand:' upon which the children are to remain stand- 
ing while the teacher stoops. The children who stoop on the 
word stand are caught. The play goes on as long as is desired. 

RACE—TOUCHINa WALL, 

Children in front row rise and face the back of the room. 
After the signals, Ready, Run, they run to the back of the 
room, place both hands against the wall, turn and run back to 
seats. The child who first reaches his seat and sits, wins the race. 
Each row across the room runs, until all the children have played. 
Those sitting in back seats may run to the front wall. 

PASSINa BAGS, 

Place an equal number of bags on the front desk of each 
row. Pupils turn on the balls of the feet and face the side of 
the room. On the signal Starts they pass one bag after the other 
rapidly down the row, the last child piling them on his desk. 
The row doing this first wins the race. In passing, the bags 
must be placed in the hands of the next child and not placed on 
the desk. Continue the game by passing bags to the front desk. 

73 



74 SCHOOLROOM PLAYS. 

RACE— PLACING OBJECTS. 

Teacher places objects in the front of the room, one opposite 
each aisle. Children in front row rise. On the signals, Ready, 
Run, each runs forward, quickly takes his object, and with it 
r^ns to last seat in his row. Leaving it there, he immediately 
runs back to his seat and sits. The child who first reaches his 
seat, wins the race. 

Pupils in second row across the room, rise and face the back 
of the room. They run to back of room, get objects, quickly 
return them to their places in front and then run to seats, each 
one trying to get there first. Each row runs until all the children 
have tried the game. 

JACK FROST. 

Teacher, in the character of Jack Frost, makes a motion 
with her wand pretending to touch the right hands of the chil- 
dren in the first row at the left. They turn to the second row 
and say, "Jack Frost came this way." The second row asks, 
" What did he do ? " The first row of children replies, " He 
nipped my right hand, Oh ! " and immediately each child in the 
row begins to shake his right hand rapidly. The second row, 
being touched, turns to the third and the conversation is repeated. 
The play is continued until every one is shaking his right hand. 
Then Jack Frost nips the left hands, and the play goes on until 
all children are shaking both hands. Finally the teacher asks, 
" Has Jack Frost bitten you enough ? " The children nod assent 
and immediately drop hands. 



SCHOOLROOM PLAYS. 75 

RACE—PLACINa BAGS IN PILES. 

Pupils stand holding bags down in front. After the signals, 
Ready, Run, those in the first row across the room run and place 
bags on floor in front of each aisle and close to the wall. Turn- 
ing, they run back to their seats and sit. The child who first 
reaches his seat, Avins the race. Other rows follow in turn, each 
child placing his bag on top of the others, making an orderly 

pile. 

SITTING TAG. 

A CHILD is chosen for every two rows, to be "old man," who 
takes his place in the aisle between his two rows. Teacher claps 
her hands, whereupon children spring out of their seats, but must 
not be caught standing by the " old man " who runs up and down 
the aisle. If one is touched out of his seat, he must sit and 
remain seated until all have been caught. Those who have not 
yet been caught when the teacher claps her hand, are the winners. 

RACE— PICKING UP BAGS. 

Ax equal number of bags are left or placed in the aisles, one 
opposite each desk. Pupils in front seats rise. After the signals. 
Ready, Run, each one picks up the bag in front of him, runs 
forward and places it on the floor in front of his aisle, close to 
the wall. He quickly turns, runs for the next bag, and places it 
on the first. The running is continued until all the bags are 
collected. The child who first reaches his seat, Avins the race. 

The next row across the room proceeds to race by placing the 
bags on the floor in same places from which taken, returning top 
bag to farthest place first. Other rows across the room race 
in turn. 



76 SCHOOLROOM PLAYS. 

CHAN GIN a SEATS. 

Children are seated in full rows, every two rows playing 
together. One child who has no seat stands in the aisle between 
his two rows. Teacher gives one clap of the hands, whereupon 
children begin to exchange seats in any direction, beckoning to 
each other. The child who is without a seat now tries to steal 
into one wlien its occupant is in the act of changing, and if he 
succeeds, the one Avhose seat he takes now goes for another vacant 
seat. The play is kept up until teacher gives two claps, hearing 
which, all run to their own seats. 



TIIROWINa BAaS INTO EINa. 

Place four bags on the front desk of each row^ and draw 
or keep on the floor, about six feet in front of each aisle, a 
ring fourteen inches in diameter. Pupils in front row rise and 
throw the four bags one after the other, trying to get them all 
entirely within the circle. After counting the number of bags 
in the ring not touching the chalk line, children run to the 
blackboard in front of each aisle, write the number, then quickly 
pick up the bags, place them on the front desk and immediately 
sit. After front row sits the other rows across the room rise, 
step up to front desk and throw in turn. The signals Ready, 
Throw, precede the throwing of each bag. The figures should be 
written on the board in a column to be added. The row from 
front to back which gets the greatest number of bags entirely 
within the circle, wins the game. 



SCHOOLROOM PLAYS. 77 

SQUAT TAG. 

Children walk in line around the room, halt and face the 
centre. Four lines are made, one on each side of the room. 
Four children are chosen, one for each line, who try to catch 
any one who is not stooping. When " it " comes near, those near 
him stoop. If a child is touched when standing, he becomes 
"it," while the one who caught. him returns to his place. If 
necessary, a short pointer or ruler may be used for touching. 

Tossma BAa to oaptaik 

Pupils stand around the room, facing the centre. A cap- 
tain is chosen for every seven children, and stands a short 
distance in front of his line, opposite the fourth child. 

Each captain starts with a bag. He tosses it to the first 
child in his line. After being returned by the latter it is thrown 
to the next in the line, and so on. If any child misses, he must 
go to the foot, the others moving up. If the captain misses, 
he also must go to the foot, the first pupil taking his place. 



EECESS PLAYS. 

The free play of the recess can be made to supplement the 
physical training of the schoolroom. At that time opportunity 
is given to exercise in the open air and to indulge in plays 
and games which require the larger free space of the play- 
ground or playroom. Children might be encouraged to bring 
their jumping ropes, balls, and hoops, with which to play at re- 
cess. It is often possible to have in the school yard a sand pile 
and a seesaw for the youngest children. 

The following games, having more or less gymnastic value, 
have been selected as the most desirable. The better known 
traditional games which all children love to play have been 
omitted. The games selected could be taught by the older 
pupils and are such as do not require the leadership of a 
teacher. The teacher should have an oversight, but ought in 
no way to interfere with the spontaneity of the child. It is 
well to let the children make such changes in ways of playing 
as they wish or as may be suggested by circumstances and sur- 
roundings. 

Having such guidance, knowing what can be done and how 
to do it, and having the means with which to do it, pupils can 
take the initiative and proceed according to taste or inclina- 
tion, making the daily fifteen minutes given for recess, a period 
of physical profit as Avell as mental recreation. 

78 



RECESS PLAYS. 79 



BUTTERCUPS AND DAFFODILS. 

Two children stand facing each other, and raise their clasped 
hands high above their heads, forming an arch. The other 
players form a ring and skip around under the arch, while 
the two forming it sing, — 

" We're looking about for a daffodil, 
A daffodil, a daffodil ; 
We're looking about for a daffodil; 
We've found one /iere." 

On the word here^ the arms are lowered, catching the one pass- 
ing under the arch at that moment. The song continues, — 

^' We find one here ; we find one here ; 
We're looking about for a daffodil, 
And find one here." 

One of the children forming the arch now joins the ring 
while daffodil takes the place, calling out "buttercup," which 
is the name of the next flower to be caught. When butter- 
cup is caught she calls out the name of her favorite flower, 
as violet, hyacinth, etc., then helps daffodil to form the arch. 



RED ROSE. 

Players sit or stand on one side of the playroom or 
school yard, which may be marked off for goals, while a single 
player is stationed half way between the goals. The latter 



80 RECESS PLAYS. 

cries out, " Red rose, red rose, see where Eddie goes," where- 
upon Eddie has to come out and try to get across to the 
other side without being caught by the central player. If he 
is caught, he must stay in the middle and assist in catching 
the next one called for. Those who succeed in crossing over 
to the other side are again called for, and the play goes on 
until all are in the middle. The one caught last is the victor. 



SKIP AWAY, 

Children clasp hands and form a ring, outside of which 
is a child, who is the runner. He runs around the ring and 
touches another child, who immediately drops hands and runs 
in the opposite direction. On meeting, they make a bow, say 
" Good morning," or exchange some courtesy, then each hur- 
ries away and tries to reach the vacant place first. The one 
who gets there last becomes the next runner. 



CHASINaERS, 

This is a game of tag. One child, chosen by counting out, 
is "it." He runs and finally catches another child who is 
held long enough for him to say, " One, two, three. Go, old 
man, from me," so that all have a chance to see the one 
caught and know that he is now "it." The game can be con- 
tinued in this manner indefinitely. 



RECESS PLAYS. 81 

CHARLIE OVER THE WATER. 

All form a ring, and, as they dance around the one rep- 
resenting Charlie, say, — 

" Charlie over the water, 
Charlie over the sea; 
Charlie caught a black fish, 
But can't catch me." 

On the word we, all stoop, the one in the middle trying to 
touch one of the players before he stoops. If he succeeds, the 
one touched now becomes ''Charlie." 

SHEEP AND WOLF. 

A PLACE is decided upon as "home." One of the players, 
chosen by counting out, is the wolf, who hides himself. When 
he is hidden, it is known by his howling. Other players are 
sheep, who walk indifferently around, and when the wolf is 
discovered the cry goes up, "I spy a wolf," whereupon all 
run for home followed by the wolf, who tries to catch one. 
The one caught is the next wolf. 

HERE I BREW AND HERE I BAKE. 

Children clasp hands and form a circle. A child in the 
centre touches one pair of clasped liands and says, "Here I 
brew," then touches some other pair of hands and says, "Here 
I bake." Then suddenly darts to another pair which she thinks 



82 RECESS PLAYS. 

may be weak, and cries, " Here I mean to break through," trymg 
to force her way out. If she succeeds in breaking through, the 
child at the right goes into the ring to repeat the play ; if not, 
she has to start again. 

TOUCH WOOD. 

All of the players, except one, find places where there is 
Avood, and run about from place to place touching the wood. 
The player left out, tries to catch any one who is not touching 
wood. If he succeeds, the one caught takes his place, and 
so on. 

THRO WIN a THE HANDKEEOHIEF, 

Players stand in a circle with one child in the middle. A 
knotted handkerchief is thrown from one to another across 
the circle so that it is difficult for the one in the middle to 
catch it. If caught by her, the one who threw it last must 
take her place. 

KLONDIKE. 

Certain boundaries mark the rich piece of ground claimed 
by Tom Tiddler, who is kept busy keeping off intruders. 
Others think they have the same right to the ground, so ven- 
ture on it, saying, as they stoop to pick up the gold, "Here 
I am in Klondike land, picking up nuggets of gold." Tom 
rushes after the miners, trying to catch one, but cannot go 
beyond the boundaries. If one is caught, he in turn becomes 
Tom Tiddler. 



KECESS PLAYS. 83 

CAT AND MOUSE. 

A RING is formed by clasping hands. Two children are 
chosen, one of whom goes inside the ring and is called the 
"mouse," the other on the outside is called the "cat." The 
cat tries to catch the mouse and may run in and out of the 
circle. The mouse tries to escape the cat and is helped by 
the children forming the circle. They raise their arms to 
permit the free passage of the mouse, but lower them to keep 
back the cat, who tries to get under their arms or even break 
the clasped hands. If the mouse is difficult to catch, the 
interest is intensified by having two cats try to catch one 
mouse. When caught, others are chosen for the parts. 

RUN A MILE. 

The one decided upon as "it" runs to a certain spot at 
a distance, then runs back to base, touching it, while other 
children run and hide. He now starts out to find oiie hid- 
ing. If one is seen, the seeker cries, " One, two, three for 
Eddie," whereupon both run to base. If Eddie touches the 
base first, he is free. " It " starts out again until all are 
caught. The first one who became free now is "it." When 
" it " is hunting, any one may run to base, and if he gets 
there without being caught, he also is "free." 

FEATHER GAME. 

A NUMBER of players form a ring, holding hands. One child 
starts the play by blowing into the air a little feather or piece 



84 RECESS PLAYS. 

of swansdown, which all try to keep afloat with their breath. 
If it falls on the shoulder or on the floor in front of any one, 
that one must pay a forfeit. Each one can move around any- 
where when trying to keep it off with the breath, but must 
not unclasp hands. 

YANKEE BOODLE. 

This is played similar to London Bridge. Two of the 
tallest children, taking the names England and America, stand 
opposite each other and raise their joined hands, under which 
pass a train of children holding on to each other's clothes. 
All sing as they pass along, — 

^^ Yankee Doodle came to town, riding on a pony ; 
Stuck a feather in his cap and called it macaroni. 
Yankee Doodle, ha ! ha ! ha ! Yankee Doodle dandy, 
Yankee Doodle, Doodle do; Now we have you hard." 

At the end the arms drop and catch one, who is asked in 
a whisper, " Are you English or American ? " According to 
his whispered answer he is placed behind the one who has 
privately agreed to take the prisoner making that choice. 
When the last one is caught, a tug of Avar ensues between the 
two parties, each holding on round the waist of the one in 
front and trying to keep from breaking. 



BLACK-MAN. 

Opposite sides of the playground or playroom are decided 
upon as goals. All the children but one arrange themselves 



RECESS PLAYS. 85 

on one side, while that one, the Black-man, stands in the 
middle of the ground. The Black-man says, " Are you afraid 
of the Black-man ? " The others reply, '• Xo, not of one like 
you," and immediately run to the opposite side. On their way 
over, the Black-man tries to catch as many as he can, who, if 
caught, must now keep with him and help to catch the others. 
The play continues until all are caught. 

FRO a IX THE MIDDLE. 

OxE child, called the '"frog," is blindfolded and placed in 
the centre of a ring of children, who skip around, saying, 
"Frog in the middle, you can't catch me.'' The frog tries 
to catch one, and when he succeeds, must tell the name of 
the one caught, which he has to find out by feeling. If the 
right name is guessed, that one becomes the frog ; if not, 
another one has to be caught. 

NEW YORK. 

Two captains choose an equal number of children for each 
side. Sides decide on a trade. A's side comes up and says, 
"Here we come." B*s says, "Where from?" A's says. "New 
.York." B*s saj's, "What's your trade?" A's now acts out 
the trade for B's to guess. If it is difficult to guess, A's helps 
by givmg the initial sound of the name of the trade. If B's 
cannot guess, A's has another trial. If they guess right, A's 
runs back pursued by B's. If any in A's side are caught, 
they must go over to B's. Xow B's begins and goes through 
the same. 



86 RECESS PLAYS. 

HAT BALL. 

Players sit in a line, each with his hat on the ground in 
front. One player in the rear has a light rubber ball which 
he stealthily brings up and drops into one of the hats. As 
soon as the ball falls into the hat, the players quickl}- scatter 
except the one into whose hat the ball fell. He quickl}^ takes 
the ball and throws it at one of the runners. If a child is 
hit, he takes the place behind, while a stone or piece of paper, 
called a baby, is put in his hat ; if not hit, a baby is placed 
in the hat of the thrower. The one who first gets five babies 
in his hat, is out of the game. 



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